Self-Care is Not Enough: Effects of Self-Care Self-Monitoring Intervention on Teacher Candidates’ Resilience and Self-Efficacy

ABSTRACT

Educator preparation programs must prepare teachers to endure the demands of the profession. Teacher candidates can develop skills to mitigate stress and develop resilience and self-efficacy necessary for the current reality of the teaching profession. We implemented a randomized control trial to evaluate the effects of a self-care self-monitoring intervention on teacher candidates’ resilience and self-efficacy. Participants assigned to the treatment group created self-care goals and monitored their weekly progress toward their goals. We found no significant effects of the self-monitoring tool on teacher candidates’ resilience and self-efficacy. We contextualize our findings within the current teacher attrition and retention crisis and share implications for educator preparation programs.

KEYWORDS:

• Teacher preparation
• reflective practice
• teacher attrition
• resilience
• self-efficacy
• group experimental design

Acknowledgments

J.S.G. conceived and planned the study, collected data, and wrote the manuscript with input from all authors. K. F. M., L. M. S., and D. K. contributed to interpretation of results. T. K. H. and K. G. H. provided critical feedback and helped shape the study method and manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jared H. Stewart-Ginsburg

Jared H. Stewart-Ginsburg, PhD, is an Assistant Teaching Professor of Special Education in the College of Education at North Carolina State University. Dr. Stewart-Ginsburg received his doctorate in Special Education from the University of North Carolina at Charlotte. He teaches special education courses and is interested in strategies for better preparing all teachers to support students with disabilities.

Kimberly F. McCuiston

Kimberly F. McCuiston, PhD, is an Associate Professor in the School of Education at Francis Marion University. She serves as Director of Student Teaching, as well as Director for the Center of Excellence for Teacher Retention and Induction in the Pee Dee. She received her doctorate in Teacher Education with specialization in Literacy Studies from the University of Tennessee. Dr. McCuiston’s research interests include building teacher resilience and teacher advocacy.

Lindsay M. Simmons

Lindsay M. Simmons, EdD, is an Associate Professor in the School of Education at Francis Marion University. She is the Co-Director for the Center of Excellence for Teacher Retention and Induction in the Pee Dee. She received her doctorate in Curriculum Studies from the University of South Carolina. Dr. Simmons’ research interests include developing reflective practices among preservice teachers and current teachers and increasing teacher resiliency among early career teachers.

Daljit Kaur

Daljit Kaur, EdD, is a Professor in the School of Education at Francis Marion University. Her research interests include educational technology, teaching children of poverty and international students.

Teresa K. Herzog

Teresa K. Herzog, PhD, is a Professor of Psychology at Francis Marion University. She received her Master of Science and Doctor of Philosophy in Developmental Psychology from the University of Montana and is interested in understanding the processes that shape socioemotional behavior.

Kathryn G. Haselden

Kathryn G. Haselden, PhD, is a Professor of Education at Francis Marion University. She also serves as the Co-Director of the FMU Center of Excellence for College and Career Readiness. Dr. Haselden received her doctorate in Special Education from the University of North Carolina at Charlotte. Her research interests include inclusion and teacher preparation.